Download to read offline
Uploaded byBarry Dahl
Effective Practices in the Online Delivery of Developmental Education
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
More Related Content
Similar to Effective Practices in the Online Delivery of Developmental Education
Effective Practices in the Online Delivery of Developmental Education
- 1. Effective Practices inthe Online Delivery of Developmental Education Barry Dahl
- 2.
- 3. What I learnedfrom Twitter Donna Gaudet, Scottsdale CC Teaches Developmental Math, both online and F2F
- 5. “Best Practices” NCDEDirector, Dr. Hunter Boylan Keynote speech: “Best Practices in Developmental Education.” During Q & A, he was asked to share examples of good practice in offering developmental courses via online delivery.
- 6.
- 7. He Continued He wenton to say that the completion rates (or success rates) in online developmental courses “are abysmal. Way below the rates for on-ground courses. ”
- 8. True or False? Developmental CoursesCannot be Effectively Taught Online
- 9. Online Courses and DevelopmentalEducation Data from Lake Superior College 2009-2010 Academic Year
- 10. Case Study –Lake Superior College Developmental Math Sequence – 3 courses ◦ First taught online during Fall 2002 ◦ As of Spring 2010, a total of 91 online sections have been taught. Developmental Writing Sequence – 2 courses ◦ First taught Spring 2004, now 23 sections Developmental Reading Sequence – 2 courses ◦ First taught Spring 2005, now 17 sections
- 11. AY 2010 StudentCompletion Results 510 students enrolled in online sections 2,226 students enrolled in on- ground sections Course withdrawal rates were identical at 15.7% for both groups.
- 12. Grades Earned 0% 5% 10% 15% 20% 25% 30% A BC D F FN W LSC Developmental Courses - 2009-2010 Online On-ground
- 13. Passing Grades inThese Courses 50% 55% 60% 65% 70% C or better D or better 60.4% 67.5% 62.3% 66.8% Passing Grades in Developmental Courses Online On-ground2009-2010
- 14. AY 2010 Results More A’s were given in online courses: ◦ 25.1% online ◦ 21.3% on-ground More F’s were given in on-ground courses: ◦ 17.5% on-ground ◦ 16.8% online GPA in these courses: ◦ 2.37 for online ◦ 2.31 for on-ground.
- 15. My Retort Completion rates(or success rates) in online developmental courses “are NOT more abysmal than and NOT way below the rates for on-ground courses. ”
- 16. LSC – 3yrs – Developmental Courses Passing Grades: A,B,C 52% 54% 56% 58% 60% 62% 64% 66% 68% 58.5% 60.9% 67.8% Online Day Night
- 17. Effective Practices forOnline DE Strong instructor presence Clear expectations for All Emphasis on time flexibility Timely and useful feedback from instructor Early alert system and actions taken Mandatory online student orientations Online tutoring Student mentors Provide lots of examples Self-assessment (practice test) opportunities Lots of activities and lots of due dates
- 18. Strong Instructor Presence “ If an instructor is not willing to spend hours and hours communicating, interacting, and being available for online students (all hours of the day and night and weekends), then online learning is not a good fit and their students will suffer.” Donna Gaudet, 2012
- 19. Clear Expectations forAll Contact all students via email at least one week before class starts ◦ Begin to set their expectations for the amount of work ahead. Work hard to set clear expectations during week one ◦ What students should expect from you ◦ What you expect from your students. Kirsi Halonen, Lake Superior College, 2012
- 20. Emphasis on TimeFlexibility
- 21. Timely and UsefulFeedback Emphasize instant feedback, where possible
- 22. Early Alert System& Actions
- 23. Mandatory Online StudentOrientations http://barrydahl.com/webinar-archives/
- 24.
- 25.
- 26. Provide lots ofexamples Screencasts allows students to learn by example, seeing every step in great detail. In most cases the ability to pause or rewind also gives the viewer the power to move at their own pace, something a classroom cannot always offer.
- 27. Self-assessment (practice test) Opportunities Self-assessment can help develop more interest in the course from students. Self-assessment can aid students’ in taking responsibility of their own learning.
- 28. Lots of activitiesand lots of due dates An open-ended, “anything goes as long as you get everything in by the end of the term” approach to online developmental courses is a disaster waiting to happen. Time management skills are usually weak, and need to be buttressed throughout the course.
- 29. Topics to GnawOn Free MOOCs for Developmental Competency-based Education Personalized Learning Do Away with DE altogether Alternatives to DE revenue stream
- 30. MOOC for DevelopmentalMath UW – La Crosse, Award-winning class, Actively facilitated http://www.uwlax.edu/MathMOOC/
- 31. MOOC for DevelopmentalMath Cuyahoga CC Pre-Algebra - Open Enrollment Self-paced http://www.tri-c.edu/online-learning/mooc.html
- 32. MOOC for CollegeReadiness Broward College Self-paced www.broward.edu/academics/online/Pages/Free-College-Readiness- MOOC.aspx
- 33.
- 34. Personalized Learning Personalizedlearning is defined as adjusting he pace (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. Source: National Educational Technology Plan (US DoE)
- 35. Personalized Learning Personalization isbroader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.
- 36. Do Away withDevelopmental Florida: now courses are optional. Connecticut: one semester only. Tennessee: NO remedial at 4-yr U’s. Colorado: now requires “co-req.” http://neatoday.org/2014/10/15/another-lousy-reform-idea-eliminating-remedial-educati
- 37. Alternative Revenue Sources How dependent is the college on the current stream of tuition paid for developmental courses? How can some of these other ideas result in similar revenues? Do higher rates of persistence and retention offset reduced tuition for developmental?
- 38. Q & A BarryDahl